PROGRAM PENGEMBANGAN PROFESIONALISME GURU DENGAN STRATEGI STEM WAT (With Activity for Teachers) - HYBRID UNTUK MENINGKATKAN STEM PCK GURU IPA SMP

• Main Author: Santi Setiani Hasanah, - (Author)
• Format: Book
• Published: 2023-01-30.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/90163/1/D_IPS_1914319_Title.pdf; http://repository.upi.edu/90163/2/D_IPS_1914319_Chapter1.pdf; http://repository.upi.edu/90163/3/D_IPS_1914319_Chapter2.pdf; http://repository.upi.edu/90163/4/D_IPS_1914319_Chapter3.pdf; http://repository.upi.edu/90163/5/D_IPS_1914319_Chapter4.pdf; http://repository.upi.edu/90163/6/D_IPS_1914319_Chapter5.pdf; http://repository.upi.edu/90163/7/D_IPS_1914319_Appendix.pdf
• Keywords: L Education (General)

Facing the rapid development of technology in the 21st century, reforms in the world of education are necessary. Teachers need to make learning innovations that can develop students' 21st-century skills so that students can face the challenges of the times well. One of the learning innovations that can train 21st-century skills is STEM learning. For teachers to carry out STEM learning well, developing a Teachers Professional Development Program (TPD) is necessary. For a TPD program to run effectively, learning activities during program implementation and the time allocation for program implementation are determining factors. This research develops TPD program in STEM With Activity for Teachers (WAT) using a hybrid pattern. The research objectives were to produce a valid and tested STEM learning TPD program and to evaluate the role of the STEM WAT-Hybrid teachers professional development program in the development of science teachers STEM PCK. The method used in this research is mixed methods research, in which researchers collect and analyze data, integrate findings, and draw conclusions using two approaches, namely quantitative and qualitative data analysis. STEM PCK indicators are used as a measure of program success. TPD with STEM WAT - Hybrid is implemented with a face-to-face mode, followed by an online mode. The study results show that the program has a fairly strong influence on increasing teacher knowledge about STEM learning. Teacher skills in developing STEM learning tools (student worksheets, lesson plans, and assessments) are good. The video analysis results of the implementation of STEM learning show that the teacher's skills in implementing STEM learning are good. The implementation of STEM learning also contributes to improving student learning outcomes. Analysis using descriptive quantitative and qualitative shows that the impact of the program on increasing student knowledge is 65.2% of students' N Gain scores are in the high category, and 34.8% of students are in the medium category. For students' 21st century skills in critical thinking, creative, communication, and collaboration skills are in the good category. Keywords: STEM, STEM learning, STEM PCK, teacher professional development program, hybrid training.